After studying plankton on Day 3 students will begin their studies of Marine Invertebrate species. This lesson continues to follow the order of the marine taxonomy, moving students one step farther towards more complex organisms (invertebrates) from less complex organisms (plankton). In order to activate prior knowledge and keep ideas fresh, students will begin this lesson with a taxonomy "quiz" in the form of the "Fly Swatter Game". It is important for students to remain familiar with key terms discussed during Day 2 because the terms and ideas of classification and taxonomy will now be applied to invertebrate species.
Opportunities to Learn:
Depth of Knowledge
DOK Level 1: completion of "Fly Swatter Game"
DOK Level 2: examine live invertebrates and describe defining characteristics
DOK Level 2: classify the invertebrates into the proper phyla
Prerequisite Knowledge
Taxonomy basics
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Inverts will be in common holding tank until lab time, where they will be spread out into individual bins with salt water.
Teacher will tape term cards to blank wall prior to class.
Students will be working in 4 teams for the fly swatter game.
During the lab students will be working in pairs and rotating through all of the lab bench stations until they have seen all of the invertebrates.
Materials
Term cards
4 Fly swatters
List of term definitions (for teacher use)
Live invertebrates (crab, sea star, periwinkle snail, clam/mussel)
Students will demonstrate an understanding of marine taxonomy through completion of the "Fly Swatter Game." Actually, "demonstrate understanding" is the same as "understand," which is not a verb that you can observe. How about describing the knowledge Ss will identify in the game. Taxonomy terms? Classifications?
Students will examine live invertebrates and describe the defining characteristics of each.
Students will classify invertebrate species into the proper phyla. Good.
Instruction:
Opening:
While the class is settling in students will have a last minute chance to look over the taxonomy terms sheet.
On board: Quiz today. Review taxonomy terms sheet.
The class will be broken up into 4 groups
Students will take part in the "Fly Swatter Game"
Taxonomy term cards are taped to a wall
Each team is given a fly swatter
Each team sends up one member to stand at the wall
Teacher reads a term definition
Students at wall try to be first to "swat" term on wall
Members of each team will rotate until all terms have been used
Now that we understand the basics of taxonomy we'll apply the terms and what we know about classification to a set of more complex organisms, Invertebrates.
Engagement:
Invert lab explained What is the purpose them investigating invertibrates? Why should they care? You're in your own (teacher) head now. Now that you've thought through what you want them to do procedure-wise, but yourself in their place and decide how you will set an engaging context.
Students will examine live invertebrates and look for key characteristics they believe scientists may use to classify these organism into phyla
Students will have list of possible phyla and one of the characteristics that is used to classify the organisms as a starting point
Porifera
Echinodermata
Arthropoda
Mollusca
Cnidarian
Students are given instructions on how to properly handle the organisms, for student and animal safety
Students break off into lab pairs, and rotate through each station containing an invertebrate
What will you be doing during the lab? What questions will you ask of each group? What answers will you be monitoring on their worksheets to check for understanding?
Closure:
Students will come together as a class and share the results of the invert lab.
What questions will you ask? What are the key ideas you want them to take away? Does this lab connect to their project?
Proper classifications will be explained using the live organisms as models.
Students will turn in completed lab worksheet.
Students will be assigned a lab group for the dissections to be done during the next class period.
For homework students will receive a handout detailing the dissection procedures for their speciman, and will be responsible for reading and reviewing the procedure. Students will also have to construct their own worksheet that they will use to gather the data/observations necessary during the procedure. Without the homemade data gathering sheet students will not be allowed to participate in the dissection because it will be assumed that they did not read the procedure.
Assessment:
Fly swatter game results
Lab worksheet with observed characteristics and explanations for classifications
What, no spine? Intro to Inverts
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
After studying plankton on Day 3 students will begin their studies of Marine Invertebrate species. This lesson continues to follow the order of the marine taxonomy, moving students one step farther towards more complex organisms (invertebrates) from less complex organisms (plankton). In order to activate prior knowledge and keep ideas fresh, students will begin this lesson with a taxonomy "quiz" in the form of the "Fly Swatter Game". It is important for students to remain familiar with key terms discussed during Day 2 because the terms and ideas of classification and taxonomy will now be applied to invertebrate species.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: